Problem: Students have just finished reading through Act III of Hamlet. Their problem is to determine if Hamlet is sane or crazy. They will make their discovery through a series of activities in small groups.
Curriculum Expectations: · Speaking to Communicate: o 2.1 communicate orally for a wide range of purposes, using language effective for the intended audience · Vocal Strategies: o 2.5 identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them effectively and with sensitivity to audience needs and cultural differences · Demonstrating Understanding of Content: o 1.3 identify the most important ideas and supporting details in texts, including complex and challenging texts · Extending Understanding of Texts: o 1.5 extend understanding of texts, including complex and challenging texts, by making rich and increasingly insightful connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them · Analysing Texts: o 1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements · Generating and Developing Ideas: o 1.2 generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate · Organizing Ideas: o 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational pattern best suited to the content and the purpose for writing
Time Frame: 3-4 full class periods
Task 1: In groups of approximately four members, students will take on one of the following scenes from Hamlet: Act II, Scene i; Act II Scene ii; Act III Scene i; Act III Scene ii; Act III Scene iii; Act III Scene iv. It is their task to first analyse the scene, considering the role Hamlet plays, and determine whether they believe he is acting insanely or perfectly rationally in the scene. They will brainstorm and map out their ideas first. Then as a group they will re-write the scene, changing dialogue as they wish, adding more to the scene they feel needs to be added, but giving it their own interpretation and voice. It is through their interpretation that they will determine whether or not Hamlet is crazy.
Task 2: After completing a finalized draft of their re-written scene, the students will then determine how they will perform their new scene to their classmates. They will each play a role, rehearse and figure out props and costuming that they can add to their performance. The final product will be a skit, approximately 3-5 minutes in length that is their interpretation of one of the above scenes, highlighting Hamlet in either a sane or insane manner.
Consolidation: As a full class, the students will discuss how they interpreted their scenes and what their impressions of Hamlet were overall. Ideally the class would then be split into two side, one that believes Hamlet is insane and the other that believes he is sane, and debate against one another. The idea is to consolidate their interpretations and get a wider understanding of the complex character that is Hamlet.
Curriculum Expectations:
· Speaking to Communicate:
o 2.1 communicate orally for a wide range of purposes, using language effective for the intended audience
· Vocal Strategies:
o 2.5 identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them effectively and with sensitivity to audience needs and cultural differences
· Demonstrating Understanding of Content:
o 1.3 identify the most important ideas and supporting details in texts, including complex and challenging texts
· Extending Understanding of Texts:
o 1.5 extend understanding of texts, including complex and challenging texts, by making rich and increasingly insightful connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
· Analysing Texts:
o 1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements
· Generating and Developing Ideas:
o 1.2 generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate
· Organizing Ideas:
o 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational pattern best suited to the content and the purpose for writing
Time Frame: 3-4 full class periods
Task 1: In groups of approximately four members, students will take on one of the following scenes from Hamlet: Act II, Scene i; Act II Scene ii; Act III Scene i; Act III Scene ii; Act III Scene iii; Act III Scene iv. It is their task to first analyse the scene, considering the role Hamlet plays, and determine whether they believe he is acting insanely or perfectly rationally in the scene. They will brainstorm and map out their ideas first. Then as a group they will re-write the scene, changing dialogue as they wish, adding more to the scene they feel needs to be added, but giving it their own interpretation and voice. It is through their interpretation that they will determine whether or not Hamlet is crazy.
Task 2: After completing a finalized draft of their re-written scene, the students will then determine how they will perform their new scene to their classmates. They will each play a role, rehearse and figure out props and costuming that they can add to their performance. The final product will be a skit, approximately 3-5 minutes in length that is their interpretation of one of the above scenes, highlighting Hamlet in either a sane or insane manner.
Consolidation: As a full class, the students will discuss how they interpreted their scenes and what their impressions of Hamlet were overall. Ideally the class would then be split into two side, one that believes Hamlet is insane and the other that believes he is sane, and debate against one another. The idea is to consolidate their interpretations and get a wider understanding of the complex character that is Hamlet.
Lisa Irwin